Module 9 TESOL/TEFL Questions and Answers Already Passed

Module 9 TESOL/TEFL Questions and Answers Already Passed Supplementary materials are worksheets and other materials you can use in addition to the classroom text, if there is one. True or False? True Which of the following features of worksheets is invalid? a. They can be used by individuals, pairs or groups. b. They typically consist of a Letter/A4 sheet or two. c. They are typically disposed of at the end of class. d. You typically check the answers/responses with the whole class. c. A work card is typically A4-sized. True or False? False With regard to commercially made materials, which one of the following statements is generally untrue? a. The materials are not geared to specific groups of learners. b. They are Anglo-centric in their construction and production and therefore do not reflect any local varieties of English. c. They are not geared to any specific educational or cultural context. d. They contain functions and speech outputs based on situations that the majority of foreign language learners will be in. d. Which of the following is a poor guideline to follow when developing your own materials? a. You need to integrate all the language skills. b. You need to teach your learners how to learn. c. You need to remember that good spoken communication relies purely on the words spoken. d. You need to stretch your learners' knowledge, understanding and application skills. c. Cultural rules regarding proximity are not the same in different cultures. True or False? True The traditional rows seating arrangement is student-centered. True or False? False Groups have the greatest opportunity to use communicative skills. True or False? False This seating arrangement promotes equality, with the students and teacher as one. The teacher is less of an authoritarian figure, there is less formality and perhaps more intimacy. The students can all see each other and exchange information easily. Which seating arrangement is this? a. Horseshoe b. Circle c. Traditional rows d. Pairs b. Which one of the following statements regarding planning for multi-level teaching is incorrect? a. It requires the same amount of time as planning for a single level class. b. It requires the ability to juggle many different elements. c. The activities must address the learning styles, skill levels and specific learning objectives of each individual, as best as you can. d. Classroom management can be a bit more taxing. a. Which of the following is a poor strategy for minimizing or preventing discipline issues? a. Set and agree a code of behavior. b. Stay alert at all times, looking for negative and positive behaviors. c. Allow L1 usage as much as possible. d. Ensure your instructions are clear and concise. c. Which of the following would be a poor body language action, when you are trying to minimize or prevent discipline issues? a. Clap your hands once. b. Nod your head in agreement. c. Stare at the misbehaver at length. d. Use a tool agreed in the class rules. b. When dealing with more serious discipline issues, which of the following should be avoided? a. Be determined that you will not get into an argument. b. Offer the misbehaver an opportunity to take time out, outside of the classroom. c. Shout loudly and clearly so that he gets the message. d. Take a moment to consider whether there may be an underlying external cause of the learner's misbehavior. c. Which of the following fails to fit with our view of a productive classroom environment? a. A learning environment that is positive at all times b. A learning environment which is wholly centered on academic achievement. c. A learning environment where everyone gets along with everyone else to achieve the learning goals d. A caring environment where students are inspired in the educational process b. Which of the following fails to fit with our advice about creating a productive classroom environment? a. Find out what makes your students tick. b. Model inclusive language at all times. Don't stray from this. c. You are in control. Don't give them a say in what goes on. d. Don't use low-ability cues. c.